Workshop Agenda and Outline Objective: During this five-hour workshop, teachers should realize how valuable and easy it is to incorporate technology, create lesson plans in the classroom using Webquests. Time
Task Resources
10 minutes
Introduction of Participants and name a way that you incorporate technology and create lesson plans quickly/effectively in your classroom?
1 hour and 20 minutes Workshop Presentation:
Explain why teachers should learn and use Webquests with and without students? Laptop and projector Presentation of various examples of Webquests with discussion Presentation on advantages and opportunities 30 minutes Guide teachers as they obtain, work on or create a Webquest account Handout Instructions Teacher Laptops and Internet
30 minutes
Participants will locate a graphic organizer or template using a Webquest. Instructions or Guided Suggestions
30 minutes
Discuss and share sample lesson plan ideas using Webquest Demonstration Lecture – Teachers will view the variety of ways a Webquest can be implemented inside a classroom.
Understanding how Webquests can be used by both students and teachers, clarity of its importance begins to be revealed.
Webquest Demonstration
1 hour and 30 minutes
Teachers will work in groups of 3 on creating a lesson plan using Webquest. They will develop a way for students to use technology effectively to enhance content learning.Access to Webquest
20 minutes
Teachers will share their lesson plan ideas with the group.
10 minutes
Closing Remarks and Evaluation of Workshop
Topic: Webquests
Population: K-5 Public Schools
Outcomes:
Upon completition of the Webquest, teachers will be able to:
Differentiate instruction via a Webquest
Maintain the students attention via the use of a Webquest
Learn how to use the web to produce lesson plans and look up information via the web.
Utliize their classroom throughout the school year and learn the importance of using the web to look up information
Gap:
Participants Current Knowledge
Usage of the Internet
Usage of Websites
Participant Gain
Create an easy to use, student friendly classroom via Webquests as well as teach the use/ease of a Webquest
Welcome to The Multimedia Workshop for Classroom Website Creation-Gap:-Attach important doucments and powerpoints [or other classroom related information] to the website]]Understand the importance and validity of the internet as a resource and the use of a Webquest
Look up various topics and produce skills to use the internet to find information
Planning Page
Training participants will collaboratively create lesson plans using Webquests.
* Lesson plan must incorporate technology as students learn academic knowledge. * Lesson plan must address the needs of all learners. * Students will be required to use multimedia as a tool for learning. My colleagues will engage in active processing as they learn how to use the internet to gain a better understanding of how to format lesson plans, and gain hands-on experience in using this valuable resource. 2. I will probably create a PowerPoint to effectively teach about creating a Webquest. My presentation will be segmented into at least three different categories:
* Why should I use Webquest? * How do I useWebquest as a teacher and as a student? * Who is currently using Webquest and how are they using it effectively? 3. Graphic Organizer – A flow chart will be included that highlights the technological and educational advantages for using Webquests. 4. Pre-training – I will conduct a mini-lesson on examples of Webquest, the use and importance. People without average computer skills will be overwhelmed during my workshop on Webquests. Therefore, a pre-training session will be given to reduce the amount of anxiety that participants with weak computer skills could experience.PRE-TRAINING
This workshop requires pre-training however, it isn’t necessary. To ensure participants have the necessary pre-requisite skills to understand new concepts and perform the authentic assessment, please explain to me in at least 2 paragraphs what you know and any experience you may have with webquest or other media presentations.
Please submit any previous work such as webquest, moodle examples or wiki’s you have created or been a part of.
Please choose one of the following media outlets to verify your experience.
2 minute or less video introduction of yourself. (State your name, job, responsibilities and/or hobbies.)
2 paragraphs stating your name, job, responsibilities and experience you’ve had in the past with media outlets. 1 work sample you have created or been a part of in the past.
Audio narration or an equivalent text.
Participants who cannot complete the pre-requisite requirements must submit a support ticket via email at least 2 weeks in advance. The presenter will contact you to offer suggestions on how to complete the requirements. Failure to submit the above criteria will result in removal from the workshop.
5. Each participant will have access to a computer or laptop that has a good Internet connection. I will also implement a projector connected to my laptop with Internet access and speakers.
6. Online applications: Youtube videos, Google Docs, Screencast.com, Blogs 7. Collaboration: Teachers will collaborate using Webquests and divide the responsibilities for creating various parts of the lesson plan or instructional assignments. Teachers will be grouped based on grade level and subject area. Teachers will work in groups of three or four to collaboratively create a technology-based lesson.MODULE 2 MINDMAP:http://www.mywebspiration.com/view/574733a7422Here is my Presentation/tutorial/resources with handouts.. All rolled into one so I hope you enjoy.. :)
As a pre-training, we’re going to look at the rubric and see how it can be implemented into our Web Quest, why it’s important and what can we do with the information once we’re finished collecting the data. We’re going to introduce the following and conclude by finding out what a Web Quest is not. Use the rubric both class/student to grade the following rubric for practice. If you need any assistance, refer to your rubric, other students/teachers. Good luck!!
TITLE: Brown Bag Science
AUTHOR: Judy Adair, Spring Creek Elementary,
Broken Arrow, OK
GRADE LEVEL: Appropriate for grades 1-5
OVERVIEW: This is a hands-on science investigation on
electricity. Students learn through the discovery method
how electricity works. The student's natural curiosity and
sense of exploration will enable them to explore and learn
on their own with little input from the teacher.
PURPOSE: The purpose of this investigation is to introduce
students to the concept of electricity and dispel any fears
they may have that they don't understand the concept. This
is excellent for girls, who often feel that they don't or
shouldn't understand electricity as well as boys.
OBJECTIVES: As a result of this activity, the students
will:
1. Be able to draw and explain how an electrical circuit
works.
2. Be able to define and use vocabulary associated with
electricity. Vocabulary: circuits, electrons, force,
conductors, switch, insulation
3. Be able to construct a simple circuit and a parallel
circuit.
4. Be able to make an electrical motor work and add a
switch to turn it on and off.
RESOURCES/MATERIALS: All items can be bought very
inexpensively at Radio Shack or from Edmond Scientific
Elementary Catalogue.
ACTIVITIES AND PROCEDURES:
1. The teacher will prepare ahead of time a kit for each
two or three students. If students work in larger
groups, some will not get hands on experience. Each
kit will include a brown lunch sack, one C cell
battery, two insulated copper wires, one battery holder
and two brass battery clips, one small flashlight bulb
and socket. All these items must be separate and in
random order in the bag. The bag must be closed,
sometimes I close it with one of the copper wires like
a twisty.
2. Give each pair of students a bag and allow 10 minutes
for exploration. During this time the teacher must
remain quiet unless asked a question. The students
will be very busy trying to find out what to do with
the contents of the bag. Do not give any clues as to
use of contents. This is exploration time.
3. Before the 10 minutes are up some students will have
undoubtedly have made a simple circuit with the
contents of the bag. At this time you can stop for
discussion. Have the students explain what they did so
others can follow. You can now talk about the concept
of electricity, the flow of electrons through a
conductor , discuss what things are conductors, etc.
Discuss where the electricity comes from and where it
goes, how does it make the light bulb light. Discuss
how the battery stores electricity. How do we know
that electrons are flowing?
4. After all students have been successful with the simple
circuit, each pair must draw what they have done in
their science log or on a piece of paper. Older kids
will label all the parts of the circuit, etc.
5. At this time, I give each pair of students a second
battery and let them experiment. Does the second
battery change anything? Does the light get brighter
or dimmer? Does the way the batteries are connected
make any difference in the way the light works. Try
different ways of connecting the batteries. Some
students will make a parallel circuit. At this time
stop and have the students tell what they did. Discuss
the concept of parallel circuits. Each pair of
students draw what they have done.
6. A follow up activity if you have time is to have
switches available. For those students that finish
quickly, they get a switch. See if they can connect it
into the circuit to make the light come on and off.
Discuss how electricity flows. Why does the
electricity not cross over the switch when it is open?
Does electricity jump? Again, each pair must draw what
they have done. This completes the thinking process
and makes the learning more personal.
7. Electrical motors can also be added. Students enjoy
making small fans out of the motors. Each pair of
students can exchange their light bulb and socket for a
small electric motor and try to connect it into the
circuit. Torn or cut paper makes great fan blades.
Let the students experiment to find the best size and
shape to make the fan go very fast.
8. The role of the teacher in this activity is to be a
facilitator. Please refrain from your urge to teach.
In this activity, students discover the concept of
electricity. The less you show and tell the better.
TYING IT ALL TOGETHER:
1. Check each pair of students diagrams and leave small
personal messages so they will know that you have
looked at what they have done.
2. Encourage all students to share what they have learned
with other students and parents.
3. I have done this activity with students in grades 1-5
and all have learned and had great fun doing so. For
the younger students their drawings will be less
sophisticated and you do not need to dwell on
vocabulary. With older students, they will need to
label and use the vocabulary correctly. Most students
are so eager to get hands on experience in science and
with this activity, all students can experience
success.
Key Features:
␣An internet-based activity that is based around an engaging and doable task.
␣Emphasizes higher-order thinking skills by challenging students to solve a problem.
␣Allows students to work in groups while teachers facilitate their learning.
␣Scaffolding allows ALL to participate.
␣Answers are not predefined – they must be discovered & created.
What it is NOT!
␣An internet “scavenger hunt.”
␣Only for the gifted kids.
␣Simply answering questions and regurgitating what is on the screen.
␣Only one answer to “solve” the WebQuest.
We’re going to discuss the key features outlining how it could be used in our classroom to both direct instruction as well as be a supplemental instruction.
Pre-Training:
Screenshots: EVALUATION<a href="http://www.surveymonkey.com/s/8WFRJZ6">Click here to take survey</a>Here's my survey monkey link for my evaluation of my workshop/course. Enjoy.. :)
Workshop Agenda and Outline Objective: During this five-hour workshop, teachers should realize how valuable and easy it is to incorporate technology, create lesson plans in the classroom using Webquests. Time
Task Resources
10 minutes
Introduction of Participants and name a way that you incorporate technology and create lesson plans quickly/effectively in your classroom?
1 hour and 20 minutes Workshop Presentation:
Explain why teachers should learn and use Webquests with and without students? Laptop and projector Presentation of various examples of Webquests with discussion Presentation on advantages and opportunities 30 minutes Guide teachers as they obtain, work on or create a Webquest account Handout Instructions Teacher Laptops and Internet
30 minutes
Participants will locate a graphic organizer or template using a Webquest. Instructions or Guided Suggestions
30 minutes
Discuss and share sample lesson plan ideas using Webquest Demonstration Lecture – Teachers will view the variety of ways a Webquest can be implemented inside a classroom.
Understanding how Webquests can be used by both students and teachers, clarity of its importance begins to be revealed.
Webquest Demonstration
1 hour and 30 minutes
Teachers will work in groups of 3 on creating a lesson plan using Webquest. They will develop a way for students to use technology effectively to enhance content learning. Access to Webquest
20 minutes
Teachers will share their lesson plan ideas with the group.
10 minutes
Closing Remarks and Evaluation of Workshop
Topic: Webquests
Population: K-5 Public Schools
Outcomes:
Upon completition of the Webquest, teachers will be able to:
Differentiate instruction via a Webquest
Maintain the students attention via the use of a Webquest
Learn how to use the web to produce lesson plans and look up information via the web.
Utliize their classroom throughout the school year and learn the importance of using the web to look up information
Gap:
Participants Current Knowledge
Usage of the Internet
Usage of Websites
Participant Gain
Create an easy to use, student friendly classroom via Webquests as well as teach the use/ease of a Webquest
Welcome to The Multimedia Workshop for Classroom Website Creation-Gap:-Attach important doucments and powerpoints [or other classroom related information] to the website]]Understand the importance and validity of the internet as a resource and the use of a Webquest
Look up various topics and produce skills to use the internet to find information
Planning Page
- Training participants will collaboratively create lesson plans using Webquests.
* Lesson plan must incorporate technology as students learn academic knowledge.* Lesson plan must address the needs of all learners.
* Students will be required to use multimedia as a tool for learning.
My colleagues will engage in active processing as they learn how to use the internet to gain a better understanding of how to format lesson plans, and gain hands-on experience in using this valuable resource.
2. I will probably create a PowerPoint to effectively teach about creating a Webquest. My presentation will be segmented into at least three different categories:
* Why should I use Webquest?
* How do I useWebquest as a teacher and as a student?
* Who is currently using Webquest and how are they using it effectively?
3. Graphic Organizer – A flow chart will be included that highlights the technological and educational advantages for using Webquests.
4. Pre-training – I will conduct a mini-lesson on examples of Webquest, the use and importance. People without average computer skills will be overwhelmed during my workshop on Webquests. Therefore, a pre-training session will be given to reduce the amount of anxiety that participants with weak computer skills could experience. PRE-TRAINING
This workshop requires pre-training however, it isn’t necessary. To ensure participants have the necessary pre-requisite skills to understand new concepts and perform the authentic assessment, please explain to me in at least 2 paragraphs what you know and any experience you may have with webquest or other media presentations.
Please submit any previous work such as webquest, moodle examples or wiki’s you have created or been a part of.
Please choose one of the following media outlets to verify your experience.
2 minute or less video introduction of yourself. (State your name, job, responsibilities and/or hobbies.)
2 paragraphs stating your name, job, responsibilities and experience you’ve had in the past with media outlets.
1 work sample you have created or been a part of in the past.
Audio narration or an equivalent text.
Participants who cannot complete the pre-requisite requirements must submit a support ticket via email at least 2 weeks in advance. The presenter will contact you to offer suggestions on how to complete the requirements. Failure to submit the above criteria will result in removal from the workshop.
5. Each participant will have access to a computer or laptop that has a good Internet connection. I will also implement a projector connected to my laptop with Internet access and speakers.
6. Online applications: Youtube videos, Google Docs, Screencast.com, Blogs
7. Collaboration: Teachers will collaborate using Webquests and divide the responsibilities for creating various parts of the lesson plan or instructional assignments. Teachers will be grouped based on grade level and subject area. Teachers will work in groups of three or four to collaboratively create a technology-based lesson. MODULE 2 MINDMAP: http://www.mywebspiration.com/view/574733a7422 Here is my Presentation/tutorial/resources with handouts.. All rolled into one so I hope you enjoy.. :)
Use the rubric both class/student to grade the following rubric for practice. If you need any assistance, refer to your rubric, other students/teachers. Good luck!!
TITLE: Brown Bag Science AUTHOR: Judy Adair, Spring Creek Elementary, Broken Arrow, OK GRADE LEVEL: Appropriate for grades 1-5 OVERVIEW: This is a hands-on science investigation on electricity. Students learn through the discovery method how electricity works. The student's natural curiosity and sense of exploration will enable them to explore and learn on their own with little input from the teacher. PURPOSE: The purpose of this investigation is to introduce students to the concept of electricity and dispel any fears they may have that they don't understand the concept. This is excellent for girls, who often feel that they don't or shouldn't understand electricity as well as boys. OBJECTIVES: As a result of this activity, the students will: 1. Be able to draw and explain how an electrical circuit works. 2. Be able to define and use vocabulary associated with electricity. Vocabulary: circuits, electrons, force, conductors, switch, insulation 3. Be able to construct a simple circuit and a parallel circuit. 4. Be able to make an electrical motor work and add a switch to turn it on and off. RESOURCES/MATERIALS: All items can be bought very inexpensively at Radio Shack or from Edmond Scientific Elementary Catalogue. ACTIVITIES AND PROCEDURES: 1. The teacher will prepare ahead of time a kit for each two or three students. If students work in larger groups, some will not get hands on experience. Each kit will include a brown lunch sack, one C cell battery, two insulated copper wires, one battery holder and two brass battery clips, one small flashlight bulb and socket. All these items must be separate and in random order in the bag. The bag must be closed, sometimes I close it with one of the copper wires like a twisty. 2. Give each pair of students a bag and allow 10 minutes for exploration. During this time the teacher must remain quiet unless asked a question. The students will be very busy trying to find out what to do with the contents of the bag. Do not give any clues as to use of contents. This is exploration time. 3. Before the 10 minutes are up some students will have undoubtedly have made a simple circuit with the contents of the bag. At this time you can stop for discussion. Have the students explain what they did so others can follow. You can now talk about the concept of electricity, the flow of electrons through a conductor , discuss what things are conductors, etc. Discuss where the electricity comes from and where it goes, how does it make the light bulb light. Discuss how the battery stores electricity. How do we know that electrons are flowing? 4. After all students have been successful with the simple circuit, each pair must draw what they have done in their science log or on a piece of paper. Older kids will label all the parts of the circuit, etc. 5. At this time, I give each pair of students a second battery and let them experiment. Does the second battery change anything? Does the light get brighter or dimmer? Does the way the batteries are connected make any difference in the way the light works. Try different ways of connecting the batteries. Some students will make a parallel circuit. At this time stop and have the students tell what they did. Discuss the concept of parallel circuits. Each pair of students draw what they have done. 6. A follow up activity if you have time is to have switches available. For those students that finish quickly, they get a switch. See if they can connect it into the circuit to make the light come on and off. Discuss how electricity flows. Why does the electricity not cross over the switch when it is open? Does electricity jump? Again, each pair must draw what they have done. This completes the thinking process and makes the learning more personal. 7. Electrical motors can also be added. Students enjoy making small fans out of the motors. Each pair of students can exchange their light bulb and socket for a small electric motor and try to connect it into the circuit. Torn or cut paper makes great fan blades. Let the students experiment to find the best size and shape to make the fan go very fast. 8. The role of the teacher in this activity is to be a facilitator. Please refrain from your urge to teach. In this activity, students discover the concept of electricity. The less you show and tell the better. TYING IT ALL TOGETHER: 1. Check each pair of students diagrams and leave small personal messages so they will know that you have looked at what they have done. 2. Encourage all students to share what they have learned with other students and parents. 3. I have done this activity with students in grades 1-5 and all have learned and had great fun doing so. For the younger students their drawings will be less sophisticated and you do not need to dwell on vocabulary. With older students, they will need to label and use the vocabulary correctly. Most students are so eager to get hands on experience in science and with this activity, all students can experience success.Key Features:
␣An internet-based activity that is based around an engaging and doable task.
␣Emphasizes higher-order thinking skills by challenging students to solve a problem.
␣Allows students to work in groups while teachers facilitate their learning.
␣Scaffolding allows ALL to participate.
␣Answers are not predefined – they must be discovered & created.
What it is NOT!
␣An internet “scavenger hunt.”
␣Only for the gifted kids.
␣Simply answering questions and regurgitating what is on the screen.
␣Only one answer to “solve” the WebQuest.
We’re going to discuss the key features outlining how it could be used in our classroom to both direct instruction as well as be a supplemental instruction.
Pre-Training:
EVALUATION <a href="http://www.surveymonkey.com/s/8WFRJZ6">Click here to take survey</a> Here's my survey monkey link for my evaluation of my workshop/course. Enjoy.. :)